Updated Academic Integrity Online Tutorials Available

Online tutorials on academic integrity, previously developed in 2005 and made available in part through the “Project for Improvement of Undergraduate Education” grant by the Northern Illinois University Committee for the Improvement of Undergraduate Education, have been updated and have been re-released at go.niu.edu/academic-integrity

Academic Integrity Tutorials

The purpose of these tutorials is to promote academic integrity at Northern Illinois University by increasing students’ awareness of the issues, offering strategies for students to protect themselves from academic dishonesty situations, and increasing faculty’s awareness of the issues and offering them strategies to address academic dishonesty incidents effectively. These tutorials are intended for self-paced learning by students and faculty and can be used as an educational resource to supplement classroom discussions on academic integrity. Over the past 12 months, the academic integrity tutorials have been view by more than 10,000 users and average over 1,300 hits each month.

Both a student tutorial and faculty tutorial are available. The tutorials are available to the public and can be accessed without any required login or password.

Faculty can use the tutorial as part of their classroom discussions on academic integrity and encourage students to review the content and complete the activities as part of a course activity. Students who complete the student tutorial successfully can print a certificate of completion which can by submitted as verification of their completion.

Special thanks to the staff of Faculty Development and Instructional Design Center for updating the tutorials and migrating them to NIU’s latest web templates.

Understanding Faculty Use of the Learning Management System

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The widespread adoption of Learning Management Systems (LMS) has revolutionized higher education and online learning, becoming an integral tool for educational institutions. This shift towards LMS usage was not always the norm, as there was a time when employing an LMS was considered highly innovative. Recognizing the growth and acceptance of LMS platforms serves as a crucial stepping stone toward understanding how faculty may embrace other technological and pedagogical advancements in the field of education. Gaining insight into the expansion and acceptance of LMS paves the way for understanding how faculty can embrace other technological and pedagogical advancements, particularly in the realm of microlearning LMS softeware platform. Furthermore, the study compared LMS utilization between face-to-face and online courses, examining potential differences based on course modality.

The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies. View article »

Citation

Rhode, J., Richter, S., Gowen, P., Miller, T. & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning, 21(3), 68-86. https://doi.org/10.24059/olj.v21i3.1217

Designing Personalized Online Teaching Professional Development through Self-Assessment

TechTrendsMany institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the Northern Illinois University Faculty Development and Instructional Design Center designed and implemented an online teaching readiness self-assessment. The instrument was developed based on key attributes and skills needed for proficiency in online teaching, in three areas: online teaching experience and attitudes, learning management system proficiency, and access to technology. The self-assessment was distributed through a web-based survey tool to faculty who were identified to develop new online courses. Individual results were used to create personalized frameworks of professional development offerings (workshops, institutes, videos, and consultations) and just-in-time resources to support faculty in their development process.

Citation

Rhode, J., Richter, S., & Miller, T. (2017). Designing personalized online teaching professional development through self-assessment. TechTrends, 61(5), 444-451. https://doi.org/10.1007/s11528-017-0211-3

Essentials for Preparing to Teach an Existing Online Course on Short Notice

Presentation Title Slide

In this presentation at the 2017 Distance Teaching & Learning Conference at UW-Madison, we explored questions to consider when preparing faculty to teach a developed online course at the last minute. Through our presentation, paper, and resources we shared a diagnostic framework for identifying the key elements of online teaching readiness, including technology proficiency, to fast-track preparedness to successfully facilitate an online course.

Citation

Rhode, J., & Miller, T. (2017, July). Essentials for preparing to teach an existing online course on short-notice. Paper published in the proceedings of the 33rd Annual Distance Teaching & Learning Conference, Madison, WI.

Building a Sustainable Quality Matters Community of Practice Through Social Network Analysis

ajdeThe growth of distance education has necessitated strong evidence of quality for institutions of higher education, and numerous standards and principles of quality have been developed, such as Quality Matters™ (Quality Matters). These systems are often considered only at the course level to guide design and improve student outcomes, but they can also help to pull the institution together and galvanize advancement in online development. Adopting online quality standards can be a complex process that requires changes to institutional culture. This article describes how the use of the Community of Practice (CoP) framework engaged a campus-wide network of individuals in adoption of the Quality Matters training, rubric, and review process to advance distance education support and online course development. Using Social Network Analysis, researchers were able to identify the strengths and weakness of the CoP during the early adoption phase of Quality Matters to quantitatively measure the connections among members of the community. View article »

Citation

Cowan, J., Richter, S., Miller, T., Rhode, J., Click, A., & Underwood, J. (2017). Building a sustainable Quality MattersTM community of practice through social network analysis. The American Journal of Distance Education, 31(3), 160-172. https://doi.org/10.1080/08923647.2017.1316154